Information and communication technologies. Information and communication technology

Information and communication technologies (ICT) are a set of methods, production processes and software and hardware integrated for the purpose of collecting, processing, storing, distributing, displaying and using information for the benefit of its users.
As noted by E.I. Vishtynetsky and A.O. Krivosheev, the use of ICT used in the field of education should aim to achieve the following tasks, such as:

• support and development of the student’s systematic thinking;
• support for all types of cognitive activity of the student in the acquisition of knowledge, development and consolidation of skills and abilities;
• implementation of the principle of individualization of the educational process while maintaining its integrity.

Educational ICT tools can be classified according to a number of parameters:

1. Regarding the pedagogical tasks to be solved:

• means providing basic training (electronic textbooks, training systems, knowledge control systems);
• practical training tools (problems, workshops, virtual constructors, simulation programs, simulators);
• aids (encyclopedias, dictionaries, reading books, educational computer games, multimedia training sessions);
• comprehensive tools (distance learning courses).

2. By functions in the organization of the educational process:

• information and educational (electronic libraries, electronic books, electronic periodicals, dictionaries, reference books, educational computer programs, information systems);
• interactive (e-mail, electronic teleconferences);
• search engines (directories, search engines).

3. By type of information:

• electronic and information resources with text information (textbooks, study guides, problem books, tests, dictionaries, reference books, encyclopedias, periodicals, numerical data, software and educational materials);
• electronic and information resources with visual information (collections: photographs, portraits, illustrations, video fragments of processes and phenomena, demonstrations of experiments, video excursions; statistical and dynamic models, interactive models; symbolic objects: diagrams, diagrams);
• electronic and information resources with audio information (sound recordings of poems, didactic speech material, musical works, sounds of living and inanimate nature, synchronized audio objects);
• electronic and information resources with audio and video information (audio and video objects of living and inanimate nature, subject excursions);
• electronic and information resources with combined information (textbooks, teaching aids, primary sources, anthologies, problem books, encyclopedias, dictionaries, periodicals).

4. According to the forms of application of ICT in the educational process:

• lesson;
• extracurricular

5. According to the form of interaction with the student:

• technology of asynchronous communication mode – “offline”;
• technology of synchronous communication mode – “online”.

There are several aspects of the use of various educational ICT tools in the educational process:

1. Motivational aspect. The use of ICT helps to increase the interest and formation of positive motivation of students, since conditions are created:

• maximum consideration of individual educational opportunities and needs of students;
• a wide choice of content, forms, pace and levels of training sessions;
• revealing the creative potential of students;
• students' mastery of modern information technologies.

• when creating interactive tables, posters and other digital educational resources on individual topics and sections of the academic discipline,
• to create individual test mini-lessons;
• for creating interactive homework and simulators for students’ independent work.

3. Educational and methodological aspect. Electronic and information resources can be used as educational and methodological support for the educational process. The teacher can use various educational ICT tools in preparation for the lesson; directly when explaining new material, to consolidate acquired knowledge, in the process of monitoring the quality of knowledge; to organize students’ independent study of additional material, etc. Computer tests and test tasks can be used to carry out various types of control and assessment of knowledge.
In addition, the teacher can use a variety of electronic and information resources when designing educational and extracurricular activities.

4. Organizational aspect. ICT can be used in various options for organizing training:

• when teaching each student according to an individual program based on an individual plan;
• in frontal or subgroup forms of work.

5. Control and evaluation aspect. The main means of monitoring and assessing the educational results of students in ICT are tests and test tasks that allow for various types of control: input, intermediate and final.
Tests can be conducted in on-line mode (conducted on a computer in interactive mode, the result is evaluated automatically by the system) and in off-line mode (results are evaluated by a teacher with comments and work on errors). Thus, the use of ICT in teaching the Russian language and literature significantly increases not only the effectiveness of teaching, but also helps to improve various forms and methods of teaching, and increases the interest of students in in-depth study of program material.
It should be noted that ICT is not only a computer, it is also the ability to work with information. And then it is necessary to highlight communication technology.
Communication technology is based on interconnected comprehensive training in all types of speech activity:

• listening;
• speaking;
• reading;
• letter.

The main thing in communicative teaching technology is the content of speech behavior, which consists of:

• speech actions;
• speech situation.

Communication technology provides for the functionality of learning (student activity):

• the student asks;
• confirms the idea;
• encourages action;
• expresses doubts and in the process updates grammatical norms.

At the same time, the novelty of the situation must be ensured:

• new speech task;
• new interlocutor;
• new subject of discussion.

The main way to master communicative competence is through different types of activities, because in activity there arises:

• awareness of the need for communication;
• need to use speech;
• speech behavior is formed.

The activity in which communication technology is implemented can be:

• educational;
• gaming;
• labor

The unit of organization and the core of the learning process using communication technology is the situation. Using the situation:

• a system of relationships between those who communicate is established;
• communication is motivated;
• speech material is presented (presented);
• speech skills are acquired;
• Children’s activity and independence of communication develops.

In communication technology, the selection of educational material meets the needs of the child:

• speech structures necessary for the child to communicate are selected;
• it is possible to use a simplified model of speech communication (even a non-verbal form of communication).

Education should influence not only the thinking of children, but also their feelings and emotions:

• bring joy to children;
• accompanied by positive emotional experiences.

The material was prepared by I.A. Igusheva, a methodologist at the Central Regional Educational Institution of the Prosveshchenie Publishing House.
(based on sites:

Developed by: -Deputy Director for Water Resources Management,

-history teacher at Municipal Educational Institution “Gorodishchenskaya Secondary School No. 3”

Information and communication technologies

Under information technology is understood as a process that uses a set of means and methods for collecting, processing and transmitting data (primary information) to obtain new quality information about the state of an object, process or phenomenon (information product).

In recent years the term "information Technology" often acts as a synonym for the term "computer technology" since all information technologies are now somehow connected with the use of a computer. However, the term “information technology” is much broader and includes “computer technology” as a component. At the same time, information technologies based on the use of modern computer and network tools form the term "modern information and communication technologies."

The means of modern information and communication technologies include:

Computers, personal computers, sets of terminal equipment for computers of all classes, local computer networks, information input/output devices, means of input and manipulation of text and graphic information, means of archival storage of large volumes of information and other peripheral equipment of modern computers;

Devices for converting data from a graphic or audio form of data representation into digital and vice versa;

Means and devices for manipulating audiovisual information (based on Multimedia and Virtual Reality technologies);

Artificial intelligence systems;

Computer graphics systems, software systems (programming languages, translators, compilers, operating systems, application software packages, etc.), etc.;

Modern means of communication that provide information interaction between users both at the local level (for example, within one organization or several organizations) and globally (within the global information environment).

Until now, the discussion was mainly about computer technology and gradually personal computers began to be used in the educational process of schools. Therefore, let's talk about information technology related to the use of a personal computer.

Modern pedagogical technology implies the presence of means and methods of informatization, such as:

collection system,

Processing, storage,

Searching for information using a certain type of technology;

Set of software tools;

Accordingly, instructions and evaluation of the effectiveness of their use.

How can a teacher use a personal computer in his work?

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Visual demonstration Simulator Knowledge control

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Search for information Messages in the form of a presentation Electronic textbook

ProgramPowerPoint allows any teacher who has skills in one of the Microsoft Office programs to become a developer of their own software product in their subject. You can find ready-made presentations on various courses and topics on the Internet. The authors of these works are practicing teachers. Naturally, each teacher sees the lesson in his own way, so he wants to change something in the finished versions. This is easy to do with this program. The finished development can be easily modified for specific lesson options. The teacher can add or skip slides, fill them with other content (replace text, drawings, diagrams), and use traditional working techniques.

Unlike traditional types of visualization, a lesson presentation allows you to focus the teacher’s attention as much as possible on the course of the lesson, since controlling the program is reduced to a simple click on the left mouse button.

The presentation consists of illustrative material, factual information presented in the form of simple text, tables, reference diagrams and graphs (which in itself teaches schoolchildren to process information competently), practical tasks, tests, problematic questions, etc. The presence of these tasks shows that that such presentations are in no way reduced to passive “looking at pictures.” But, prepared in advance, they, first of all, free up the teacher’s time and, secondly, make the task easier for children, since most of them, as we know, are visual in their perception of information.

Modern schoolchildren have the opportunity to use the Internet information field to acquire additional knowledge and independent work to develop their knowledge, skills and abilities. Information and methodological complexes have been created where you can get any scientific information that interests students, use electronic textbooks, an electronic library, reference books, lectures, abstracts, creative works of both teachers and students. Upon request, receive tests and test texts for self-testing, and receive consultations on any academic subject.

A promising integrated model “Informatization and the School of the Future” as a system of socio-pedagogical models of school development within the framework of the concept “School and family: partnership in educating a citizen”

Over the past 5 years of implementation of federal and regional programs for informatization of education, there has been a transition from school computerization to the formation of a unified information educational space for the school.
Schools today show the need to equip teachers, librarians, methodologists, managers, and administrators with automated workstations.

For each automated workstation it is necessary to provide complete with additional digital equipment in accordance with various subject areas of activity of the subject teacher and specialized software for their use.

Of particular interest is the use of interactive whiteboards and document cameras in the learning process. The large screen allows you to display drawings, diagrams, graphs with multimedia capabilities, show video clips, popular science and feature films.

A modern schoolchild should be trained to acquire the following information and communication skills:

1. present the same information about an object in a notebook and on a computer screen in different ways: in the form of text, drawing, table, numbers;

2. encode information in various ways and decode it using a code correspondence table;

3. work with texts and images (information objects) on the computer screen;

4. search, perform simple transformations, store, use and transfer information and data using tables of contents, indexes, reference books, notebooks, and the Internet.

5. use information technology tools: radio, telephone, tape recorder, computer;

6. name and describe various tools used by a person when counting and processing information (counting sticks, abacus, abacus, calculator and computer) and be able to describe them;

7. use a computer to solve educational and practical problems. To do this, have basic computer skills, be able to carry out simple operations with files (creating, saving, searching, launching a program); run the simplest, widely used application programs: text and graphic editors, simulators and tests;

8. create basic projects using a computer.

Currently, there is a constant increase in the minimum amount of knowledge required by a student. In this regard, an urgent problem is the replacement of the information-reproductive approach in the education system with new information technologies. In your work, along with traditional teaching methods, you can use the training system Moodle (Moodus) in the classroom computer network, which allows students to organize independent work at a new level.

To organize such support, a “Informatics” course was created in an Internet environment based on interactive textbooks, e-books, tests, surveys, forums, etc.

The creation and maintenance of such a course is based on the freely distributed educational content creation system Moodle (Modular Object-Oriented Dynamic Learning Environment).

This software product is built in accordance with the standards of information training systems.

ICT at school

Information technologies have taken root in our daily lives and are already making it possible to increase labor productivity in many areas of human activity. This is especially true for intellectual work, where the computer significantly expands capabilities and saves time when performing the necessary procedures. At the same time, information technologies are quite difficult to introduce into our daily lives. The global volume of information doubles every 10-15 years, as a result of which the so-called “human gap” arises, which is characterized by the inability of a person under the existing education system to keep up with the structural and qualitative changes in life. The question arises about a person’s continuous education throughout his life, including his computer literacy.

In the pedagogical and methodological literature, several areas of application of information technologies in education are noted, among them four main ones are in demand in school educational practice:

1. computer as a means of knowledge control;
2. laboratory workshop using computer modeling;
3. multimedia technologies as an illustrative tool when explaining new material,
4. personal computer as a means of self-education.

In the practice of teachers, thematic tests (testing programs) are used to monitor knowledge; As a rule, the source of tests is multimedia CDs with educational programs or the global Internet. Today we have access to the resources of the World Wide Web.

Modern information technologies are used to illustrate educational material (for example, so-called animated slide films). This allows, if necessary, to demonstrate the processes being studied in dynamics. Sound and video clips are also shown via computer.

The use of modern information technologies significantly increases the effectiveness of education. This is primarily due to the fact that when working with information recorded in digital (electronic) form, it is easy to organize an automatic search for the necessary data. Many world-famous encyclopedias and dictionaries, e-books and textbooks are used in electronic form.

However, as practice shows, the computer has not yet become a full-fledged teaching aid in school. This is due not only to the problems identified in the scientific literature. In particular, to achieve a positive effect from the use of information technology, certain conditions must be met:

1. temporary. Each subject of the school curriculum has its own organizational, methodological and content features, in accordance with which the moment of “inclusion” of information technology in it must be chosen;
2. technical The technical characteristics of personal computers vary. Depending on the range of tasks that are supposed to be solved, it is necessary to select a computer and additional devices (such as a scanner, printer, modem, headphones, microphone, etc.). The range of tasks determines the subject in the study of which a computer is used. For example: to work in fine arts or drawing lessons, you will need a more powerful computer than, say, in mathematics or computer science lessons;
3. organizational. When information technology is included in the process of studying a subject, the question of setting up software and setting up equipment arises. Not every teacher has the skills necessary for complex maintenance of computer equipment or for independent development of educational tools. Therefore, the teacher’s need for qualified assistance is obvious.

Subject to these conditions, modern information technologies can serve as an effective didactic tool. The problems of using computer tools in the learning process are largely related to the readiness of the modern teacher to perceive the personal computer as a didactic tool.

Introduction to information culture is not only the acquisition of computer literacy, but also the acquisition of ethical, aesthetic and intellectual sensitivity. There is no doubt that students can master the methods of working with various electronic and computer innovations with enviable ease; At the same time, it is important that this work does not become an end in itself. To do this, it is necessary that students' computer activities include the following four interrelated components:

1. Active cognition of the surrounding world in the learning process.
2. Gradually mastering increasingly complex ways and means of solving problems.
3. Changing the subject-sign environment on the monitor screen.
4. Activating communication between students and teacher.

The computer significantly expands the possibilities of presenting educational information and makes it possible to enhance the child’s motivation. The use of multimedia technologies (color, graphics, sound, modern video equipment) allows you to simulate various situations and environments. Game components included in multimedia programs activate the cognitive activity of students and enhance the assimilation of the material.

Subject to the systematic use of electronic multimedia training programs in the educational process in combination with traditional teaching methods and pedagogical innovations, the effectiveness of teaching students with different levels of training significantly increases. At the same time, there is a qualitative enhancement of the educational outcome due to the simultaneous influence of several technologies.

The development of electronic multimedia opens up fundamentally new didactic opportunities for the field of education. Thus, interactive graphics and animation systems allow, in the process of analyzing images, to control their content, shape, size, color and other parameters to achieve the greatest clarity. These and a number of other opportunities are not fully used in practice by teachers, including developers of electronic learning technologies, which does not allow the educational potential of multimedia to be fully used. The fact is that the use of multimedia in e-learning not only increases the speed of information transfer to students and increases the level of its understanding, but also contributes to the development of such important qualities as intuition and imaginative thinking.

A multimedia product can contain no less information than a large museum or library. And since it is accessible to everyone, it must be organized in such a way that even a person without special education can understand it.

To create a full-fledged educational multimedia product, it is necessary to solve a number of interrelated problems: software, design, volume of graphic and text information, its structure and navigation, sound, animation and videos, interactive forms (search engine, educational system).

The use of computer technology makes it possible to make the lesson attractive and truly modern, to individualize training, to carry out monitoring and summing up objectively and in a timely manner. The developmental effect depends on the design of the program, its accessibility for the student, and compliance with his level of development and interest. Computer technologies make it possible to set and help a schoolchild to solve cognitive and creative problems based on visibility (mediation) and the type of activity that is leading for this age.

Today, information and computer technologies can be considered a new way of transferring knowledge that corresponds to a qualitatively new content of student learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity.

In our opinion, the feasibility of computerizing educational programs is determined by the measure of achieving pedagogical, methodological and economic efficiency in comparison with traditional forms of educational work.

We believe that the implementation of computer support for the learning process is a procedure organically interconnected with the development of both the training system as a whole and each curriculum. In this case, the following tasks are solved sequentially:

1. Determining the need to use a computer.
2. Determining the degree of computerization of the educational process.
3. Determining the list of functions assigned to the computer.
4. Development of curriculum in accordance with the educational program.

The effectiveness of informatization of education can be achieved if:

a) the learning technologies themselves will be presented as a systematic design method - from goals to learning outcomes;

b) informatization of training will be aimed at all its components, and not just at implementation:

c) training will be focused not only on the specific content of the academic subject, but also on the development of the student’s personality.

Awareness of the didactic advantages of modern information technologies over traditional means of teaching (with appropriate organizational and methodological support for the educational process) allows us to draw a conclusion about the unconditional value of an educational computer and forms expectations corresponding to this awareness.

The effectiveness of computerization of education in school depends both on the quality of the pedagogical software used and on the ability to rationally and skillfully use them in the educational process. This is facilitated by the development of a friendly computer user interface, expansion of its multimedia capabilities, and integration with telecommunications systems. The qualitative and quantitative expansion of the ranks of computer users in the education system raises questions about its role, place, significance in the educational process, justification and priorities for using a computer as a teaching tool.

As already mentioned, the combination of information computer technologies and innovative pedagogical methods can increase the efficiency and quality of educational programs, strengthen the adaptability of the education system to the levels and characteristics of the development of students, which the Law of the Russian Federation “On Education” proclaims as one of the basic principles of state policy in field of education. The main emphasis is on an adaptive learning system based on information technology, which creates the most favorable environment for the development of children with already demonstrated talent and a solid foundation for building a didactic system for developing the potential that each child has, and also takes into account the age and individual characteristics of students .

The computer fits naturally into the life of the school and is another effective technical tool with which you can significantly diversify the learning process.

This teaching method is also very attractive for teachers: it helps them better assess the child’s abilities and knowledge, understand him, and encourages them to look for new, non-traditional forms and methods of teaching. This is a great area for the manifestation of creative abilities for many: teachers, methodologists, psychologists, everyone who wants and knows how to work and can understand today's children, their needs and interests.

The computer is also a tool for teaching important aspects of communication necessary for collaborative activities. It is known that the main motives of schoolchildren include establishing and maintaining positive relationships with adults and peers. They have a situational and business-like form of communication with peers. Children communicate, consult, help each other, try to establish business cooperation, coordinate their actions to achieve a goal, which is the main content of the need for communication. Joint actions of children contribute to the development of communication between them and the enrichment of speech.

Simultaneously with the student’s craving for communication and joint activities with adults, another motive appears - the desire for self-affirmation. Therefore, the role of an adult in the use of PC is great. It consists not only of giving children freedom, but also of helping them learn new things, assessing their results and encouraging children’s success, which is very important for them. Of course, when organizing activities with children, you should always take into account the zone of proximal development of each child.

The use of information and computer technologies makes it possible to implement a differentiated approach to students with different levels of readiness for learning. Interactive educational programs based on a hypertext structure and multimedia make it possible to organize the simultaneous education of children with different abilities and capabilities. Along with educational functions, information and computer technologies can also affect the physical condition of schoolchildren.

One of the main conditions for introducing a computer into the educational process is that children should be worked with by specialists who know the technical capabilities of a computer, have the skills to work with them, strictly follow sanitary standards and rules for using computers in educational institutions, and are well versed in computer programs developed specifically for schoolchildren, who know the ethical rules of their use and know the methods of introducing children to new technologies.

At school No. 2 “Multidisciplinary”, the process of informatization of education began several years ago, and this period can be divided into several stages:

1. the stage of implementation and testing of new curricula, which included

1. adjustment of the school development program, which was supplemented by the corresponding section “Informatization of Education”;
2. introduction of the subject “Informatics” into the curriculum at schools of levels 1 and 2;
3. examination and testing of new educational programs.

1. the stage of purchasing the appropriate equipment: PCs, laptops, servers, printers, scanners, plotters, licensed software for them. At this stage, an IAC was created, 2 computer science classrooms were modernized, a career guidance classroom was opened, the Internet was connected to the school, an English language classroom was equipped with a PC, multimedia installations were purchased and installed in each classroom, electronic textbooks were purchased in many subjects, the school library was computerized, and Demonstration monitors have been installed in the school halls, a collective computer has been installed, from where teachers receive and where they send information on their activities.
2. the stage of active use of ICT technologies in educational and extracurricular activities, this is

1. course retraining of teachers in ICT technologies,
2. testing of electronic textbooks by subject teachers,
3. creation of your own methodological support on an electronic basis,
4. introduction of ICT technologies in work with gifted children, in the scientific community of students, in extracurricular work with children's groups,
5. active use of ICT in organizing and conducting pedagogical councils, methodological councils, production meetings,
6. transfer of paperwork (reporting, thematic planning, monitoring of educational success) to an electronic basis.

At the same time, the improvement of the created methodological equipment on an electronic basis was carried out: uniform requirements for the design of presentations were developed, a creative group of teachers was organized, which shared their developments at a number of seminars on the implementation of ICT.

The use of PCs by students deserves special attention. In the course of informatization of education, we noted a peculiar paradox: the first (and quite successfully) to use PCs when preparing homework were students with an average and weak level of training: it was they who began to create the first illustrations and presentations in preparation for defending projects, in laboratory and practical classes. Following them, students with a high level of training began to use electronic media.

However, we cannot yet state that what has been achieved completely satisfies us. There are still many challenges ahead. This

1. creation of a unified media library where any teacher could go and use electronic methodological developments,
2. introduction of distance learning based on ICT technologies,
3. creation of a unified intra-school network,
4. practicing electronic communication with parents,
5. more active use of Internet resources,
6. introduction of educational electronic programs into the daily practice of a teacher.

From all of the above, we can conclude: the use of a computer in an educational institution is possible and necessary, it helps to increase interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities and form culturally significant knowledge and skills. The developmental effect depends on the design of the program, its accessibility for the child, and compliance with his level of development and interest.

Today, computer technology can be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of child learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity.

• Identification of the possibility of effective use of ICT in teaching activities.
• Creation of real information conditions for the development of creative activity of students and teachers.

Plan for the teachers' meeting:

1. The relevance and significance of the use of ICT technologies in the work of teachers.
2. Types of educational technologies.
3. ICT tools.
4. Practical application of ICT technologies in work.
5. Conclusions.
6. A draft decision of the teachers' council based on a study of literature, the results of interviews, and speeches.

Responsible: creative group preparing the teachers' council.

Expected result: Positive activity of the teaching staff regarding the possibility of using modern technologies in their work.

Typical conditions: methodological room

Preparation for the pedagogical council

Progress of the pedagogical council

Pedagogical Council
“Use of ICT - technology at work”

1. Introduction

“...With the development of progressive ideas in education, with the coming to the fore of the ideas and principles of personally oriented learning, attempts by teachers are intensifying to find the tools that would ensure the stability of the achievement of the necessary educational results by the majority of students. When we talk about universal learning mechanisms, we inevitably turn to the concept of “pedagogical technologies”.

The effective use of information and communication technologies (ICT) in the educational process is a pressing issue. Today, a teacher in any discipline must be able to prepare and conduct a lesson using ICT. A lesson using ICT is visual, colorful, informative, interactive, saves teacher and teacher time, allows the teacher to work at his own pace, allows the teacher to work with students differentiated and individually, and makes it possible to quickly monitor and evaluate learning results.

Pedagogical technology is a set of psychological and pedagogical attitudes that define a special set of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev);

– this is a description of the process of achieving the planned learning outcomes (I.P. Volkov);

– a set of knowledge, skills and abilities necessary for a teacher to effectively apply in practice the methods of pedagogical influence he has chosen on both individual students and the children’s team as a whole.

Educational technology is a system that includes some representation of the planned learning outcomes, means of diagnosing the current state of students, a set of learning models and criteria for choosing the optimal learning model for given specific conditions (V.V. Guzeev).

Educational technology includes training, development and education of students.

From the definitions it follows that technology is to the maximum extent connected with the educational process - the activities of the teacher and student, its structure, means, methods and forms.

ICT is the presentation of information in electronic form, its processing and storage, but not necessarily its transmission.

Today, computer technology can be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of child learning and development. This method allows the child to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity.

ICT tools:

A computer is a universal information processing device.

Printer – allows you to record on paper information found and created by students or a teacher for students. For many school applications, a color printer is necessary or desirable.

A projector radically increases: the level of visibility in the teacher’s work, the ability for students to present the results of their work to the whole class.

Screen for projecting images from a computer.

An interactive whiteboard is a touch screen connected to a computer, the image from which is transmitted to the board by a projector. You just need to touch the surface of the board to start working on your computer. Special software for interactive whiteboards allows you to work with texts and objects, audio and video materials, Internet resources, make handwritten notes directly on top of open documents and save information.

Devices for recording (inputting) visual and audio information (scanner, camera, video camera) – provide an opportunity to directly include information images of the surrounding world into the educational process.

The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

Practical application of ICT in the classroom.

The main goal is to help children understand the surrounding reality, develop their powers of observation, teach them to see the world around them more broadly and comprehensively, instill in them a sense of beauty, and develop personal abilities.

The main objectives of ecological and biological classes are to familiarize students with the breadth and diversity of the field of activity. Study of different materials and means depicting nature.

How to make every lesson joyful, interesting, and most importantly, aimed at the development of each child?

Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. And it is necessary to navigate a wide range of modern innovations. From the abundance of concepts, theories, technologies and methods that could help create a system of work that would take into account the characteristics of classes, in accordance with the characteristics of children and the realities of modern society.

A powerful flow of new information, advertising, the use of computer technology on television and cinema, the spread of game consoles, and electronic toys have a great influence on the upbringing of a student and his perception of the world around him. The nature of his favorite activity—games—changes significantly, and his favorite characters and hobbies also change. A modern student does not sit in classes that follow the “classical scheme”, calmly absorbing, like a sponge, all the knowledge prepared for him. The modern student assimilates only the information that interests him the most, that is closest to him, that evokes pleasant and comfortable feelings, that which is least annoying. Therefore, one of the means that has a unique opportunity to increase motivation and individualize the learning of a modern student, develop his creative abilities and create a positive emotional background is the computer.

Using a computer in the classroom becomes most natural thanks to such genuine children's interest. The computer successfully integrates with school subjects, harmoniously complements it, and significantly expands its capabilities and creativity.

One of the obvious advantages of a multimedia lesson is increased visibility. Let us recall the famous phrase of K.D. Ushinsky: “Children’s nature clearly requires clarity. Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; But associate twenty of these words with pictures and the child will learn them on the fly. You explain a very simple idea to a child, and he doesn’t understand you; you explain a complex picture to the same child, and he understands you quickly... If you are in a class from which it is difficult to get a word (and we don’t have such classes), start showing pictures, and the class will start talking, and most importantly, they will talk free…".

The use of visualization is all the more important because schools, as a rule, do not have the necessary set of tables, diagrams, reproductions, illustrations, or they are of poor quality. In this case, a projector can be of invaluable help. However, the expected effect can be achieved if certain requirements for presentation of clarity are met:

recognition of visibility, which must correspond to the written or oral information presented;

dynamics of visual presentation. The demonstration time should be optimal and correspond to the educational information currently being studied. It's important not to overdo the effects;

a well-thought-out algorithm for video sequences of images.

the optimal number of images presented on the screen. You should not get carried away by the number of slides, photos, etc., which distract students and prevent them from focusing on the main thing.

Forms of using a computer in the classroom:

• use of media resources as a source of information (disks);
• computer support for the teacher’s activities at different stages of the lesson;
• using a computer to perform technological maps;
• creating a portfolio.

Types: presentations, slide – films and test tasks, computer tests;

– crosswords, puzzles, technological maps, instructional maps

When used in the classroom, the effectiveness of learning and the quality of knowledge increases.

The use of computer technologies in teaching makes it possible to differentiate educational activities in the classroom, activates the cognitive interest of students, develops their creative abilities, and stimulates mental activity.

Unfortunately, when using ICT in my classes, I encounter a number of problems:

– small number of computers.

– different levels of preparedness and development of students;

Effective use of ICT tools in the classroom makes the lesson more interesting and visual; involve students in active cognitive and research activities; strive to realize oneself, to demonstrate one’s capabilities.

Thus, the use of ICT tools allows:

• to intensify the cognitive activity of students;
• conduct classes at a high aesthetic and emotional level;
• ensure a high degree of differentiation of training (almost individualization);
• increase the amount of work performed in class by 1.5-2 times;
• improve knowledge control;
• rationally organize the educational process, increase the effectiveness of the lesson;

The effective use of ICT tools makes the lesson fun and modern. Allows for an individual approach to training, objective and timely monitoring and summing up. But I think that a textbook cannot replace it. This is just a supplement to the tutorial.

Exercises using a computer develop perseverance, attentiveness, accuracy, and develop finger motor skills, which can have a positive effect on working with a pencil and brush. Complexes, tightness, and stiffness disappear.

The use of information and communication technologies is a necessary condition for the modern educational process, when the main thing is not the transmission of fundamental knowledge, but the development of creative abilities, the creation of opportunities for realizing the individual’s potential. ICT is used not as a goal, but as another pedagogical tool that contributes to achieving the goal of the lesson.

1. The computer really has quite a wide range of capabilities to create favorable conditions for the work of the teacher and students.

2. Brings the use of explanatory, illustrative and reproductive teaching methods to a qualitatively new level.

3. The use of ICT in the classroom allows you to diversify the forms of work and activities of students, intensify attention, and increases the creative potential of the individual.

5. Using a multimedia projector allows you to work on text more efficiently (visually, aesthetically, saves time).

7. ICT develops students’ independence, the ability to find, select and organize material for class using the capabilities of the Internet.

8. Using tests not only saves time and consumables, but also gives you the opportunity to evaluate your knowledge and capabilities yourself.

9. Students have the opportunity to improve their computer skills.

10. Active use of ICT in the classroom leads to increased interest in the fine arts and the quality of education.

The range of use of this technology in the educational process is very wide: from use as a visualization tool to ways of presenting educational information. At the same time, the computer is a powerful tool for increasing the effectiveness of learning and can increase the motivation of students.

The effectiveness of using ICT in the classroom is not only possible, but also necessary; it helps to increase interest in learning, its effectiveness, and develops the child comprehensively. Computer programs involve children in developmental activities and form culturally significant knowledge and skills.

Thus, the use of computer technology makes it possible to change the educational process for the better, more comfortable, covering all stages of educational activity.

Draft decision.

The use of ICT contributes to the growth of a teacher’s professional skills, increasing the effectiveness of mastering the skills of independent search, processing and presentation of knowledge, developing the personality of students and preparing for a comfortable life in the information society.

First stage (preparatory) “Computer literacy”

• Creating an idea among subject teachers about the possibility and necessity of using ICT in the educational process.
• Training teachers in the basics of computer literacy.
• Preparing students for learning in an ICT environment.

Second stage “Introduction of ICT in education”

• Publication of educational and methodological information in various forms.
• Development of methods for using ICT in the educational process.
• Conducting a pedagogical seminar-conference
• Conducting the competition “ICT in teacher’s creativity.”
• Conducting interim monitoring of the work results of problem group teachers.
• Technical equipment of the institution.
• Creation and updating of a website.

The third stage is “Final”.

• Summing up the results of the work on the topic “Introduction of ICT in education.”
• Conducting final monitoring of the work of the teaching staff on the introduction of ICT into the learning process.
• Systematization of material on the methods of using ICT in the classroom and in educational work.
• Generalization and dissemination of successful teaching experience.

References

Bibliographic description:

Nesterova I.A. Information and communication technologies [Electronic resource] // Educational encyclopedia website

Information and communication technologies, or ICT for short, have become a necessary element of progressive pedagogical activity. The modern Federal State Educational Standard requires from the teacher not only high level teaching your subject, but also the competent use of information and communication technologies.

The concept of information and communication technologies (ICT) in pedagogy.

The Federal State Educational Standard contains recommendations for the use information and communication technologies(ICT) in teaching in school settings. The transition to the new generation Federal State Educational Standard requires updating the professional and pedagogical training of teachers and increasing their level of work with innovative technologies.

The intensification of measures to introduce information and communication technologies appeared along with the adoption of the “Strategy for the Development of the Information Society”. This document expands the horizons of information availability for all categories of citizens and the organization of access to this information. After this, the Concept of the country’s socio-economic development until 2020 was adopted, according to which all state and municipal institutions must have their own websites, including educational institutions.

However, not all schools and preschool educational institutions approached the implementation of websites responsibly. A lot of institutions chose to create an inconvenient and useless resource, so to speak, for show.

Separately, the interpretation of the term “information and communication technologies” should be highlighted. Currently, the generally accepted definition is the following:

Information and communication technologies represent mastery of the technology of working in an integrated multimedia environment, implementing the further development of the idea of ​​associatively related information received, processed and presented in various forms, taking into account the psychological and pedagogical principles of using ICT tools in the educational process.

Undoubtedly, information technologies have long been used in Russian and foreign education. However, it should be noted that a multi-level system for presenting information on various media is currently emerging, in which traditional and new information technologies closely interact, which serve as a good aid to the teacher in his difficult work.

Information and communication technologies are a necessary element of modern education. Its necessity is due to the following factors:

1. ICTs are needed to create an information society;
2. The use of ICT influences qualitative changes in the structure of educational systems and in the content of education.

ICT structure

For a number of domestic teachers, the structure of information and communication technologies in education remains unclear. Currently, many modern educational programs are based on ICT competencies teachers.

ICT competence – the use of various information tools and their effective application in teaching activities.

Teachers must be able to use the basic structural elements of information and communication technologies in their work. The structure of ICT is shown in Figure 2.

Having studied the structure of ICT, we can highlight the following:

1. The Internet is one of the key elements;
2. The use of interactive information sources is very important within ICT;
3. Organizing classes using ICT elements such as teleconferencing will not only broaden the horizons and improve the learning curve of students, but will also improve the ICT competence of the teacher.

Figure 1. Structure of information and communication technologies

It has now been proven through practical experience that information and communication technologies or ICT have a number of important didactic opportunities, which include:

1. the ability to quickly transmit information of any volume and any form of presentation to any distance;
2. storing information in the memory of a PC or laptop for the required length of time, the ability to edit, process, print, etc.;
3. the ability to access various sources of information via the Internet and work with this information;
4. the ability to organize electronic conferences, including real-time, computer audio conferences and video conferences;
5. the ability to transfer extracted materials to your own media, print and work with them as and when the user needs it.

ICT functions

Information and communication technologies have a number of functions that determine the role of ICT in the development of modern education. The most important ICT functions are didactic. The didactic functions of ICT are presented in Figure 2.

Figure 2. Didactic functions of ICT

As we see, ICT has very useful didactic functions, each of which allows you to improve the educational process. At the same time, we must not forget that one of the functions of ICT is an incentive for teacher self-development and the opportunity to improve the level of students’ learning skills.

Separately, we should highlight the fact that ICT is important for the implementation of such general educational universal activities as:

1. searching for information in individual student information archives, the information environment of an educational institution, and in federal repositories of information educational resources;
2. recording information about the surrounding world and the educational process, including using audio and video recording, digital measurement, digitization for the purpose of further use of what was recorded;
3. structuring knowledge, organizing it and presenting it in the form of conceptual diagrams, maps, timelines and family trees;
4. creating hypermedia messages;
5. preparing a speech with audio-visual support;
6. building models of objects and processes from structural elements of real and virtual constructors.

Information and communication technologies (ICT)

Information and communication technologies cannot realize their functions without means. Key information and communication technology tools are presented in Table 1.

Table 1. ICT tools

Having considered the key ICT tools, it is important to note that the very fact of using information and communication technologies makes it possible to optimize the learning process. This is due to the fact that technical support for lessons creates more comfortable psychological conditions, removes psychological barriers, strengthens the role of students in choosing the means, forms and pace of studying various topics of the school curriculum, and improves the quality of education due to the provision of an individual approach to learning.

ICT tools are very important for the full organization of a modern lesson. It is important to emphasize that multimedia teaching aids help clearly structure the lesson and design it aesthetically.

Lesson plan using ICT

A modern lesson plan is unthinkable without the use of information and communication technologies or, in other words, ICT. Currently, teachers use not only lesson plans, but increasingly technological lesson maps.

The lesson plan contains a list of only those information and communication technologies that the teacher used. Below is an example of a plan for a mathematics lesson in the first grade, during which information and communication technologies were used.

Topic: Broken line and its link (grade 1)

Lesson type: a lesson of general methodological orientation.

Purpose of the lesson: Give an idea of ​​the concepts: broken line, broken line link, vertices, closed broken line, open broken line.

Tasks:

1. introduce students to the broken line, its parts and types.
2. teach how to distinguish a broken line from other shapes.
3. develop skills in correctly constructing lines.
4. develop speech, attention, memory, thinking of students;
5. develop temporal and spatial concepts.
6. contribute to the education of a healthy lifestyle, punctuality and love for the subject.

Planned results:

1. know and understand what a broken line is;
2. successfully identify a link of a polyline, a vertex;
3. know what a closed and open broken line is.
4. compare your conclusions with the textbook text;
5. check the correctness of the task;
6. work in pairs.

Equipment: Computer with multimedia projector, presentation, textbook: M.I. Moro, S.I. Volkova, S.V. Stepanova "Mathematics" 1st grade Part 1, typesetting canvases, counting sticks, ruler, pencil.

Lesson structure:

1. Organizational.
2. Updating knowledge.
3. Work on the topic of the lesson.
4. Physical education minute.
5. Independent work.
6. Consolidation of the studied material.
7. Reflection.
8. Homework.

Lesson progress:

Literature

1. Besperstova Irina Vitalievna Organization of the educational process using information computer technologies // [Electronic resource] Access mode: http://festival.1september.ru/articles/592048/
2. Information and educational environment as a condition for the implementation of the Federal State Educational Standard In 3 hours. Part 1 / Edited by T.F. Yesenkova, V.V. Zarubina. – Ulyanovsk: UIPKPRO, 2011.
3. Strategy for the development of the information society in the Russian Federation dated February 7, 2008 N Pr-212 // [Electronic resource] Access mode: